ArticleWiener klinische Wochenschrift2026
Individual and group reflection in lecture-based large groups lead to comparable learning success.
Article in Wiener klinische Wochenschrift, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
objectiveThe study aims to elucidate a possible effect of individual reflection (IR) or group reflection (GR) on short-term and long-term memory retention in a large group lecture-based environment.
methodsIn this quasi-experimental study 656 medical students were enrolled to compare the impact of IR and GR directly after the lectures and 2 months later. Students were divided into two groups and given two different lectures using IR or GR in a cross-over fashion. Memory retention was estimated using multiple-choice questions analyzed by Student's T‑test.
resultsMemory retention was similar using both reflection methods at baseline (p = 0.867; p = 0.971) and follow-up (p = 0.885; p = 0.945). Interestingly, both reflection methods fostered good memory retention over time. Students' self-assessment initially favored GR as more beneficial, an effect that faded over time.
conclusionReflection might be a promising tool to foster memory retention in large lecture cohorts without added benefit from social interaction.
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